ArticleMedical science educator2026
Flipping the Culture, not just the Classroom: Leadership Lessons from a Residency Curriculum Redesign.
Article in Medical science educator, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
3 authors.
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Abstract
This commentary highlights the transformative journey of implementing a flipped, problem-based learning curriculum within an internal medicine residency program. Initially met with resistance from both faculty and residents accustomed to traditional lecture-based learning, the experience underscored the critical role of leadership in driving culture change. Despite the challenge, a comprehensive redesign, including 75 new PBL sessions and faculty development, yielded significant improvements: higher in-training exam scores and increased first-time board pass rates. The key takeaway emphasizes that successful curricular reform in graduate medical education requires a commitment to active learning, investment in faculty facilitation skills, and a data-driven approach to demonstrate positive outcomes. Shifting from lecture-based to active learning environments empowers learners and prepares them for self-directed learning and independent practice.
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Registered trials
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